Washback Effect Research Articles

Developing an effective grammar assessment for junior secondary students: A case study in Batu Layar, West Lombok, Indonesia

The target learners for this assessment are students who are in grade seven and have just entered a junior secondary school in Gerung, Indonesia. Their age is between 12 to 13 years old. The students are a mixed ability group who have a very basic level of English. However, some of them have learnt English in primary school as an optional local content subject. Teachers have identified that most of the students lack the motivation and interest to learn English. As English is taught as a compulsory subject at schools, students have to learn the language and prepare themselves for the national examination. This paper attempts to explore an assessment design for these students which in turn could be used as feedback for both teachers and students in the future. First, the test (assessment) design will be provided in part A This will include the assessment use and timing, questions or tasks, instructions, materials, and the marking (feedback). In part 8, the discussion will address some aspects of language testing including practicality, reliability, validity, authenticity, as well as the positive washback effect.

Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students’ Learning Strategies

Studies on washback of not only international standardized proficiency tests, but also localized high-stakes tests have been increasingly attracting considerable interest. The current study explores the washback effects of a Vietnam-made localized English proficiency test named “Vietnamese Standardized Test of English Proficiency, level 3-5” (VSTEP.3-5) on undergraduate students’ learning strategies. This research employed a mixed-methods design featuring two major research instruments labeled as questionnaires and semi-structured interviews. Quantitative data were collected from the survey questionnaires delivered to 600 English-majored sophomores at a public university in Central Vietnam. Additionally, qualitative data were obtained and analyzed from semi-structured interviews with 12 student participants through a prudent coding process. The findings indicated that a majority of undergraduate students claimed that VSTEP.3-5 affected their learning strategies in a positive way, especially “cognitive and metacognitive strategies”. Besides, preferences for distinct strategies utilized in specific English skills were particularly evident in such productive skills as Speaking and Writing.

Ceramic membrane fouling caused by recycling biological activated carbon filter backwash water: Effective backwash with ozone micro-nano bubbles.

The widespread use of ceramic membranes in wastewater recycling is still hampered by membrane fouling problems. Frequent chemical cleaning increases operating and maintenance costs. This work proposes ozone micro-nano-bubble (O3-MNB) backwash as a new backwashing method to control the ceramic membrane fouling. Activated carbon filter backwash water (ACFBW) was used as feed water for the ceramic membrane and the effect of O3-MNB backwash was compared with tap water backwash, air-micro-nano-bubble (Air-MNB) backwash and ozone water backwash. The results of the flux tests showed that the irreversible fouling resistance (RFi) for the O3-MNB backwash was only 4.8 %, 10.0 % and 23.3 % of the RFi for the tap water backwash, Air-MNB backwash and O3 water backwash, respectively. The results of the SEM and CLSM analyses demonstrated that the combination of ozone with MNB for backwashing was an effective method for the removal of viable cells and majority of proteins and polysaccharides from the surface of the ceramic membrane. However, the application of ozone also led to the release of microbial DNA, which increased its binding to Al₂O₃ on the ceramic membrane. Furthermore, the increased ozone concentration transported by the MNB could promote the generation of a large number of hydroxyl radicals (•OH) due to the effect of Al₂O₃, which potentially enhanced the oxidation of macromolecular contaminants in the pores. At the same time, the electrostatic repulsion and hydrophobic action provided by the MNB improved the efficacy of peeling off the filter cake layer when cleaning the membrane pores. Consequently, this study demonstrated the effectiveness of O3-MNB backwash in the long-term operation of ceramic membranes and provided insights into the fundamental mechanism by which this process controlled the membrane fouling.

Associations Between Teachers’ Attitudes Toward the Final Exam in the Norwegian Language Arts Subject and Washback: A Survey Among Norwegian Secondary Teachers

The issue of washback effects from tests on instruction has been extensively investigated. The nature and extent of washback depend on many factors, some of which are related to teachers and exams. Work to redesign the national written exams in Norwegian Language Arts (NLA) for secondary school began in 2020, placing the issue of washback effects from exams on teachers’ instruction and assessment on the agenda. However, there is no systematic knowledge about the extent and nature of washback from the current exams. The present study reports on a survey of NLA teachers in lower- and upper-secondary school (N = 508) by investigating the washback effects they perceive and their attitudes toward the existing exams, as well as exploring how perceived washback and attitudes are related using structural equation modeling (SEM). The results show that, as regards instruction, teachers believe there is a washback effect from the NLA exams. This effect on instruction is strongly associated with teachers’ attitudes toward the exams. In contrast, the association between the teachers’ attitudes and the washback they perceive on their own formal assessment practices is rather weak in numerical terms.

The effects of digital economy on manufacturing resource allocation efficiency across Chinese cities: a spatial economic perspective

ABSTRACT The development of digital economy provides significant impacts on spatial distribution of industries. Using microdata from Chinese manufacturing enterprises and adopting a spatial economic perspective, this study reveals that the digital economy exerts non-linear impacts on resource allocation. As the level of urban digital economy improves, the efficiency of manufacturing resource allocation shows an inverted U-shaped trend, and high hierarchy cities exhibit higher critical values. The study finds a positive spatial correlation in manufacturing resource allocation efficiency across cities; however, the growth of digital economy in neighbouring cities may lead to backwash effects and impede local improvements in allocation efficiency. The mechanism analysis indicates that the digital economy primarily affects spatial resource allocation through urban agglomeration economies and diseconomies. Consequently, economic agents and policy makers in cities should consider the dual effects of ‘location optimization’ and ‘transforming the economy from substantial to fictitious’ during digital transformation processes to select optimal development paths and improve allocation efficiency.

Teacher Factors as a Mediator between Teaching and Testing at the Higher Education Level

The washback effects of high-stakes tests have become conspicuous and prevalent in Thai educational contexts. Yet, researchers in language assessment still have much to strive towards to understand the nuanced role of teacher factors as a mediator between the washback effects of high-stakes tests and teaching. This study aimed to investigate how teacher factors mediated between the Srinakharinwirot University Standardized English Test (SWU-SET), an exit examination for undergraduate students at a Thai public university in Thailand, and teaching. A mixed-methods design was implemented in this study. The researchers asked 25 full-time university teachers to complete a questionnaire, and five of them were purposively selected to be the informants for an interview and reflective journals. Descriptive statistics and content analysis were employed for data analysis. The main findings revealed that teacher factors (i.e., knowledge, beliefs, and experience) mediated between the SWU-SET and teaching. A smorgasbord of teacher knowledge of such tests and assessment literacy, beliefs in test writer integrity and professionalism, and experience in test development and taking tests could help induce the intended washback. Finally, this study also proposed a model of mediating factors and the washback effects of the SWU-SET on teaching to help stakeholders make informed decisions on teaching.

The Washback Effect of The English National Examination Toward English Teachers, Students, Stakeholders and Parents

This research was conducted to measure the washback effect on students, English teachers, stakeholders, and parents of students from the implementation of the National Examination. This research study is a qualitative research design; Data collection techniques in this study were interviews and questionnaires. The results of this study are that the English National Examination have a negative effect rather than a positive effect. The method teachers have used in the teaching and learning process, focusing on preparation for the English National Examination, tends to emphasize reading skills and override other English skills. Then students facing the National Examination tend to be divided into several groups; some relax without studying, but some students feel worried and afraid of being unable to pass the National Examination. National Examination activities for schools certainly impact many things, especially facilities and infrastructure that must be prepared as well as possible by schools so that the National Examination can run well. For parents of students, National Examination activities also affect the pattern of education at home; parents must provide more understanding and advice to their children to study more seriously.

WASHBACK EFFECTS OF ONLINE ASSESSING STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT

The Covid-19 pandemic has altered the educational landscape. This is due to the fact that traditional classroom learning has been replaced with online learning. Even if the learning and assessment take place at home, teachers must be able to offer an effective learning process and assessment. The impact of testing on teaching and learning is known as washback. Teachers appear to play a significant part in developing different types of washback by examining the probable positive and negative washback that tests may cause at the micro and macro levels. In other words, the teachers' beliefs play an important role in influencing the washback effect. This study aims at explaining washback effect of online students’ assessment on reading comprehension in narrative text. Secondly, to describe students’ engagement in following online learning and assessing of reading comprehension. It employed qualitative method and descriptive research design. Data collection techniques used observation, online reading test, interview, and documentation. Meanwhile, data analysis techniques implemented data reduction, data display, data verification. The research participants were 32 the seventh graders of an Islamic secondary school in Semarang regency. The results show that narrative reading text used folklore digital storytelling namely The Crying Stone. The reading comprehension test consisted of forty items, they were short answer, close test, true or false, vocabulary development, matching, and references. Based on the data, there are two types of washback effects namely negative washback effect and positive washback effect. Positive and negative washback effect covered formative assessment and summative assessment. They are included assessment as learning, assessment for learning, and assessment of learning. Positive washback effects made students have eagerness to be autonomous learners. Students had high motivation and well-prepared in joining reading class. Meanwhile students had difficulties in learning and follow the reading assessment because of bad internet connection as negative washback. Sometimes some parents were not able to buy internet data package.

What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics

Practicum assessment rubrics have a backwash effect on preservice teachers' learning through the criteria they transmit. This article presents a documentary analysis of ten rubrics used across six countries: South Africa, India, England, Singapore, Canada, and Sweden. We compare the dispositions, knowledge, outcomes, and reasoning. We use Legitimation Code Theory (LCT) to show how practicum assessments are legitimated differently. Some rubrics emphasise preservice teachers’ dispositions and whether they implement protocols correctly. Others emphasise their capacity for reasoning in context. These positions call for teacher educators and policymakers to interrogate where the emphasis is in their own assessments.

Face validity and washback effects of the shortened PTE Academic: insights from teachers in Mainland China

Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers’ perceptions and teaching practices, areas previously underexplored in language assessment literature. It focuses on the implications of the test’s modifications, examining the face validity and washback effects through the lens of teachers in mainland China. Semi-structured interviews with four experienced PTE Academic test trainers, who were familiar with both the original and revised test formats, reveals that the revised PTE Academic is perceived to maintain strong face validity, particularly noted in its academic authenticity, balanced skill structure, and perceived result accuracy. Additionally, most teachers perceived an increase in test difficulty. A mixed washback effect was observed: while improvements in students’ language competence—a positive outcome—were noted, teachers also reported a continued reliance on teaching test-oriented strategies for higher-scoring tasks, indicating negative washback. This study highlights the significant implications of reducing PTE Academic’s duration and offers targeted recommendations for its future improvement. These suggestions aim to enhance students’ academic language skills, thereby better aligning PTE Academic with the practical language abilities required in university settings.

Simultaneous nitrogen and phosphorus removal in water supply sludge biofilter: Focus on the impact of backwashing and microbial community analysis

The effect of backwashing on pollutant removal performance and microbial communities in the denitrification biofilter (DNBF) is a current research blind spot. Therefore, water supply sludge biofilters were constructed to investigate the effects of different backwashing conditions on nitrogen (N) and phosphorus (P) removal, and the microbial community structure and metabolic pathways were analyzed. Studies indicated that backwashing dislodged the biofilm and reduces pollutant removal. As the biofilm gradually rebuilt, the DNBF operation returned to normal. Chemical oxygen demand (COD), total nitrogen (TN) and total phosphorus (TP) were removed at 60 %, 100 %, and 50 % after backwashing for 1 h with a 10 min air flush and 5 min water flush. Proteobacteria, Bacteroidetes and Firmicutes were easily enriched in the biofilm to act on pollutants during the process. Meanwhile, backwashing promoted Brevundimonas, while prolonged backwashing reduced the abundance of Chryseobacterium, Acinetobacter and Hyphomicrobium. This process affected microbial interactions and metabolism being the predominant functional classification. This study provides ideas for backwashing for pollutant removal in the DNBF.

Washback Effect Assessment of Mahārah Istimā' using Google Form

Assessment has specific effects on learning, both positive and negative effects. In this case, assessment should encourage the implementation of better learning. This survey research aims to analyze the positive and negative effects of the mahārah istimā’ assessment using Google Forms or what is also called the washback effect. The respondents in this research were 43 PAI I FTK UIN Imam Bonjol Padang students. In this regard, data was collected through observation techniques, questionnaires, and interviews. As a primary data collection technique, the questionnaire covers three aspects: exam preparation strategies, learning attitudes, and learning materials. Then, the collected data was analyzed using descriptive statistics. The research results show that the total scores for each aspect are 37.4, 3.8, and 3.89, respectively. In other words, these aspects are included in the "excellent" category. Thus, based on these three aspects, the mahārah istimā’ assessment using Google Forms positively impacts learning. This research contributes practically to the experience of the mahārah istimā’ test using Google Forms. For future research, explore longitudinal effects, compare assessment methods, and study the sustainability of positive impacts. Also, analyze educators' perspectives and use qualitative data for deeper insights into assessment dynamics and student learning experiences, refining mahārah istimā’ assessment on digital platforms like Google Forms

Social and Cultural Factors Beyond Washback of the National Examination: Exploring the Impact of High-Stakes Testing in Indonesian Secondary Schools from Teachers’ Experiences and Sociocultural Factors

This article investigates the conditions that cause a negative washback impact on English as language teaching (ELT) in Indonesian secondary schools. I interviewed eight English teachers to learn about the factors influencing their pedagogical choices for the test. This research draws on the literature of washback research and empirical evidence for the notion that contextual factors and external social cultural elements may have a significant role in defining the form of washback. Emphasizing the causal relationship concerning instruction and testing may be unduly simplified if it only covers its washback effect on the teachers and their teaching practices. High-stakes testing could impact several factors beyond learning and teaching activities. It may include elements in which teaching and testing are embedded. The findings of this study implied social and cultural factors influence the washback effect of the national examination, including social pressure, collectivism, curriculum alignment, and fairness. This study demonstrated how schools used test results as a source of promotion to provide stakeholders with the knowledge they needed to fully engage in the marketized educational system. The conclusions of this article have significant implications for school administrators and policymakers.

Enhancing gravity-driven membrane system performance in shale gas wastewater treatment: Effect and mechanism of sodium acetate solution backwashing

The low-carbon gravity-driven membrane (GDM) filtration technology has great potential for treating highly decentralized shale gas wastewater (SGW), but its performance requires further enhancement. This study explores the effects and underlying mechanisms of sodium acetate (NaAc) solution backwashing on enhancing GDM system performance in SGW treatment. Results indicated that NaAc solution backwashing for 30 min per day significantly improved the stable flux, organic matter removal rate, and total organic nitrogen removal rate by 64%, 176%, and 1085%, respectively. Structural and compositional analysis of the biofouling layer revealed that NaAc solution backwashing effectively reduced its thickness and coverage, thereby diminishing filtration resistance and enhancing stable flux. Furthermore, comparative analysis with pure water backwashing and evaluations of microbial community structures demonstrated that NaAc solution, as a carbon source, substantially stimulated microbial activity and growth, and optimized the microbial community within the biofouling layer. Specifically, NaAc solution backwashing selectively enriched functional microbes with denitrification and organic degradation abilities, such as Roseovarius, Marinobacter, Bacillus, and Citreitalea, thereby augmenting the GDM system’s nitrogen and carbon removal capabilities. Overall, the performance improvements observed were primarily attributed to the physical cleaning effects and bioaugmentation function provided by NaAc solution. This study offered valuable insights for designing and optimizing backwashing strategies in the GDM system.

The washback effect of the general aptitude test on students’ attitudes and their learning of Arabic

Many educational bureaucracies use national examinations for high-stake decision-making including certification, promotion, and qualifications. This study examines the washback effect of one of those exams, known as the General Aptitude Test (GAT), on the students’ learning of the Arabic language. Specifically, it examines students’ perceptions of the GAT and how it impacted their learning practice. Based on questionnaire responses from 548 high school students, and 12 interviews, the study finds a negative washback effect on students’ perceptions and learning. Most students expressed negative views about the GAT as it causes stress, and they perceive that it is a barrier to their university admission. In terms of using the GAT results, findings reveal that many students did not change their learning due to the mismatch between test content, learning, and teaching activities. This study provides important evidence about students, perceptions of and influence of GAT on their learning. We discuss the implications of these findings in minimizing the negative washback effect. Keywords: General Aptitude Test; Students’ Attitude; Washback effect

Leveraging the AAPPL to promote positive washback in K‐12 language teaching

AbstractIn recent years, the use of external proficiency‐based tests to measure learners' language ability has increased significantly, in part thanks to the Seal of Biliteracy movement. However, there exists very limited research investigating the influence of such tests and their subsequent outcomes data on teachers' practices. As such, this study examines the washback effects of the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) on teachers' instruction and planning in an urban Midwest K‐12 district. Survey and interview data revealed that teachers increased their use of ACTFL key documents, placed more emphasis on target language usage, and sought to balance their use of the three modes of communication to better meet learners' needs and facilitate their proficiency development. This evidence of positive washback was observed among teachers across languages and levels and was enhanced by the opt‐in approach to test implementation and the close link between testing and teaching. For some, the AAPPL served as a catalyst to further align their curricula and instruction. Recommendations are offered for those who may wish to implement a standards‐based external language assessment such as the AAPPL as a means by which to foster professional growth and promote teachers' adoption of proficiency‐oriented practices.

A Study on the Backwash Effect of International Talent English Exam on Students' English Learning—Teaching Based Backlash Promotes Student Learning Strategy Adjustment

With the acceleration of globalization, English has become the main language for international communication, and various English exams have also emerged. The International Talent English Examination (ETIC), also known as the National Talent Examination, is a standardized examination that evaluates students' English proficiency. Its implementation has a direct impact on their English learning. On the basis of literature review, questionnaire survey, interview, and classroom observation, this study comprehensively adopts a data analysis method combining descriptive statistics and qualitative analysis to explore the backlash effect of the National Talent Examination on student English learning, that is, to clarify the impact of ETIC on student English learning, and how to promote student learning through exam feedback.

Investigation of fouling in perfusion cell culture processes using alternating tangential flow filtration

Microfiltration membranes are increasingly used to retain the cells inside bioreactors while continuous harvest of the desired biopharmaceutical occurs in perfusion processes. One method of microfiltration is Alternating Tangential Flow (ATF) filtration, which involves moving the cultivation broth tangentially back and forth across the membrane, which results in a backwash effect that reduces fouling. In this study, fouling was investigated with asymmetric polysulfone hollow fibers operated in ATF mode attached to a bioreactor producing a recombinant protein in Chinese Hamster Ovary (CHO) cells. Fouling was assessed through different approaches, including determination of critical flux using an improved flux-step method. Fouling was studied through measurements of Transmembrane Pressure (TMP), protein transmission, membrane pore size and staining of the membrane after operation to visualize the distribution of biological fouling inside the membrane. For critical flux determination, fluxes of up to 69 LMH were used without exceeding the critical flux. No sign of fouling was observed for the short-term (<3.5 h) critical flux experiment. However, during prolonged operation at 8.3 LMH the TMP jumped to 0.9–0.95 bar, indicating fouling. At this state, the protein transmission remains at the same high level (>88 %).

Effect of backwash as a strategy for biofouling control in the submerged ceramic membrane bioreactor for high-density cultivations: Process optimization and fouling mechanism at pilot scale

Submerged membrane bioreactors are effective tools for synergistic production of valuable compounds, cell retention in the bioreactor, and separation of products from the reaction solution. However, membrane fouling is a problem that impairs efficiency of processes involving submerged membrane bioreactors. One of the mechanical methods for efficient fouling mitigation is backwash. Therefore, this study investigated backwash as a method for mitigating biofouling in a submerged ceramic membrane bioreactor, specifically in terms of separation of Saccharomyces cerevisiae from the suspension. To identify the key factors affecting the dynamic flux and their interactions, a Fractional Factorial Design (FFD) was employed based on the key operating variables (2 levels, 5 variables). The average flux model showed a dependency on the flow rate of backwash, time between backwash cycles, backwash duration, cell concentration, and separation process time (adjusted R2 = 0.99). Furthermore, the effect of backwash on flux recovery was assessed in comparison to separation processes without backwash. It was found that after the application of backwash, up to 100 % of the initial flux could be recovered. In contrast, only around 20 % of the initial flux could be maintained after the process without backwash. The optimized conditions of backwash were found to be a flow rate of backwash at 1500 mL min−1, time between backwash cycles 5 min, backwash duration 5 sec, cell concentration 20 g dry weight per liter, and separation process time 0.5 h. The mechanism of membrane fouling was determined to be the deposition of yeast cells on the membrane surface and the blocking of pores inside the membrane by sorbitan monostearate as a reagent present in the yeast suspension.

Washing performance of microbubbles on porous media

The backwashing effect of filter materials in oilfield wastewater treatment processes is essential for the efficient long-cycle operation of equipment and the reduction of hazardous waste. Recently, there has been growing interest in microbubble cleaning technology due to its exceptional cleaning efficiency for porous particles. However, the mechanism of microbubble-pore interaction and its corresponding cleaning effects remain unclear. This study investigated the performance of microbubbles in removing petroleum hydrocarbon pollutants from walnut shells, comparing them with traditional water washing and state-of-the-art ultrasound methods. Microbubble cleaning proved most efficient in removing low-viscosity petroleum hydrocarbons, followed by ultrasonic waves, both of which showed significantly higher efficacy compared to traditional water washing. When treating petroleum hydrocarbon pollutants with high viscosity, microbubble cleaning was more effective than clear water but slightly less effective than the ultrasonic wave method. Based on the analysis of clogging phenomena observed via scanning electron microscopy (SEM), the mechanism of microbubble cleaning within porous media was unveiled. Microbubbles were found to be proficient at dislodging contaminants adsorbed within secondary pores through collision and the force generated by liquid jets, as well as penetrating the small pores to eliminate pollutants from these inner spaces. Finally, an economic cost analysis of the various cleaning methods revealed that the microbubble approach is a cost-effective choice for the removal of light oil or the situations where a relatively lower removal efficiency for heavier oils is acceptable.